UDL & the Learning Brain

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In the past decade, there have been unprecedented ways Knowing key facts about the brain can help inform learning to examine the living brain and to better understand design for the variability of learners. what happens during learning. Universal Design for Learning (UDL) was inspired by such advances in cognitive There is no average brain. neuroscience research and offers a framework that Variability is the dominant feature of the nervous integrates what we know about the learning brain to inform system. Like fingerprints, no two brains are alike. Each the design of environments that support all learners. brain is a complex, interconnected web that is sculpted and influenced by genetics and interactions with the First, let’s talk about the geography of the brain. Generally, environment. incoming sensory information, such as what we see and hear, is received in the back of the brain, including the Variability can be overwhelming for educators who are occipital and temporal lobes of the brain (Recognition planning for dozens of learners each day. Luckily, learner networks), processed and relayed for meaning in the center variability is predictable, and can be organized across three of the brain (Affective networks), and is organized in the brain networks targeted by the UDL framework: affective, frontal lobes for response or action (Strategic networks). recognition, and strategic. While there is no linear progression for this process, this model for thinking about three broad learning networks The concept of neuro-variability is important for can be helpful when we design learning experiences. educators, because it reminds us that learners do not have an isolated learning “style”, but instead rely on many parts The UDL Guidelines and associated checkpoints align to of the brain working together to function within a given this neurological organization and help educators address context. There is no single way a brain will perceive, engage the predictable variability in learning that we know will be with, or execute a task. Variability is not just an important present in any environment. UDL recognizes variability in: consideration for thinking about differences between students, but also within students in different contexts. Engagement (the why of learning, which aligns with affective networks): interest, effort and persistence, and self regulation

Representation (thewhat of learning, which aligns with recognition networks): perception, language and symbols, and comprehension

Action & Expression (thehow of learning, which aligns with strategic networks): physical action, expression and communication, and executive function

When we design learning environments proactively for Acknowledging the variability in learner background variability, we anticipate and value the incredible strengths knowledge and experience is important for educators, and diversity of our learners. because each learner brings a unique blend of experiences and expectations to each learning event. When we design The brain has incredible plasticity. for variability using the UDL framework, clarifying the goals Each brain is made up of billions of interconnected neurons and integrating flexibility in engagement, representation, that wire together to form unique pathways. We are and action and expression, we acknowledge that learners born with a foundation of brain structures. Over time, do not learn in one linear pathway. This approach fosters these structures change based on our experiences and learning environments that value the uniqueness of our interactions with our environment. learners and the variability each brings. This empowers learners to maximize their strengths, focus on areas When we learn, some connections become stronger and of challenge, and drive their own learning processes. faster. As Hebb’s Law (1949) states, “neurons that fire Ultimately, UDL helps foster expert learners who are together wire together.” Connections that are not used purposeful and motivated, strategic and goal-directed, and are weakened and pruned away. In other words, “use it or resourceful and knowledgeable. lose it.” Goals drive the nervous system. Understanding the plasticity of the brain is important for Essential to any learning experience is a clear goal. A educators, because it helps us recognize that learning is a clear goal enables the nervous system to direct energy constant growth process constructed over time. Proactive purposefully to build relevance, perceive information, and design of flexible pathways toward learning goals supports act strategically. Ultimately, educators and learners need learners by building on the strengths and connections that to be aware of the intended learning goals so that they are already established. Frequent, formative feedback and can begin to build connections, connect to background opportunities for active learning create and strengthen the knowledge, and practice for expertise. connections within our learning brains. Our brains are not fixed, but grow and change with use. Recognizing that our brains are goal-driven is important for educators, because if we don’t make learning goals What you know really matters. explicit to our learners, they have no way of knowing what Previous experiences drive our interest and engagement, the target is, how to reach it, or when they’ve achieved perception and attention, and goals and actions. The it. Think about a GPS or navigation app. Without a nervous system constantly makes predictions and destination, a GPS is simply a map with infinite possibilities anticipates how we will fare in a particular environment or and no directions. Once we input a destination, we can towards a particular goal. For example, if a learner is asked then decide whether we want a route without tolls, one to do a math problem, read aloud, or respond to a prompt, that meanders through the countryside, or one that is the the brain will recall prior experiences in that context. That fastest or shortest distance. With a clear, explicit learning recall drives perception, action, and engagement. Based goal, learners are empowered to choose their best pathway on previous experiences, the brain decides which goals are to achieve that goal. valuable — or not valuable — to pursue.

Our brains always have a goal, whether it’s to avoid a task, sneak a cookie from the jar, or complete a task with the least amount of effort. The more explicit we are with our learners about the goals and incorporate their own goals, the more meaningful the learning experience will be, the more purposeful the options available will be, and the less likely our brains will focus on competing goals.

Understanding these key facts about the learning brain not only helps educators in designing challenging, high quality learning opportunities, but they’re also incredibly important for our learners to understand, as well. The more we understand about our own learning and how it happens, the further we advance toward the ultimate goal: becoming expert learners.

Suggested Citation: CAST (2018). UDL and the learning brain. Wakefield, MA: Author. Retrieved from http://www.cast.org/our-work/publications/2018/udl-learning-brain-neuroscience.html Resources

Human Connectome Project

Brain Facts

Neuroscience for Kids

UDL Theory and Practice, Chapter 3: Variability

Brain Matters, from Harvard Graduate School of Education’s Dr. Todd Rose

Annenberg Learner: Neuroscience and the Classroom

Why learning styles don’t exist, by Daniel Willingham

Daniel Willingham’s Learning Styles FAQ

We Don’t Need Learning Styles by Elizabeth Stein, MiddleWeb

Linking Research to Classrooms Blog from Kennedy Krieger Institute